This collection of research in on-line communication for second language learning inlcudes use of electronic mail, real-time writing and the World Wide Web. It analyses the theories underlying computer-assisted learning.

Sociocultural research has long recognized the necessity of sustained interpersonal interaction for language development. However, less is known about the underlying relationships that promote language acquisition and their relevance for language classrooms. Presenting cutting-edge research on social networks and their applications in language teaching, this book explores the relationships that mediate language learning in and out of classrooms. Highlighting the complexity of language in multilingual contexts, chapters engage social network analysis to understand the role of instructional practices, socialization, motivation, language status, online communications technology, and language policies in the development of social resources for language learning. Discussing popular language teaching frameworks such as translanguaging, Social Networks in Language Learning and Language Teaching provides a nuanced account of the influences of social context on language learning, exploring classroom applications and pointing the way to a robust research agenda.

As more and more universities, schools, and corporate training organizations develop technology plans to ensure technology will directly benefit learning and achievement, the demand is increasing for an all-inclusive, authoritative reference source on the infusion of technology into curriculums worldwide. The Encyclopedia of Information Technology Curriculum Integration amasses a comprehensive resource of concepts, methodologies, models, architectures, applications, enabling technologies, and best practices for integrating technology into the curriculum at all levels of education. Compiling 154 articles from over 125 of the world's leading experts on information technology, this authoritative reference strives to supply innovative research aimed at improving academic achievement, teaching and learning, and the application of technology in schools and training environments.

The APACALL Book Series covers a wide range of issues in computer-assisted language learning (CALL) and offers opportunities for CALL researchers and practitioners to engage in research and discussion on their areas of interest.This book provides an up-to-date view of the field of CALL for applied linguists, researchers, language teachers and teacher trainers. It explores various aspects of Internet-based language learning (IBLL) and presents the findings of recent work in IBLL that are of direct relevance to second/foreign language learning and teaching. In particular, it looks into Web-based language learning, course management systems, digital storytelling, online dictation exercises, Web authoring projects, Web-based portfolios and blogging.Chapter authors include Antonie Alm, Wai Meng Chan, Ing Ru Chen, Penelope Coutas, Michael J. Crawford, Iain Davey, Brian Gregory Dunne, Debra Hoven and Jeong-Bae Son.

This book explores the implementation of an online representational tool, GroupScribbles, in Chinese-as-a-second-language classrooms from primary school to secondary school. It demonstrates the effectiveness of combining online representational tools with face-to-face classroom learning, and provides a workable approach to analysing interactions interweaving social and cognitive dimensions, which take place in the networked classroom. A series of suggestions regarding networked second language learning will help educators effectively implement information and communication technology tools in the classroom.

This edited collection considers the relationship between task-based language teaching (TBLT) and technology-enhanced learning. TBLT is concerned with a number of macro-tasks such as information gathering and problem-solving as well as evaluative tasks, all of which are increasingly available via online and Web-based technologies. Technology Enhanced Learning refers to a broad conception of technology use in the language classroom and incorporates a range of interactive learning technologies such as Interactive Whiteboards and mobile learning devices. The popularity of Web 2.0 technologies (blogs, wikis, social networking sites, podcasting, virtual worlds), as well as practical applications of mobile learning, place a fresh emphasis on creating project-orientated language learning tasks with a clear real-world significance for learners of foreign languages. This book examines the widespread interest in these new technology-enhanced learning environments and looks at how they are being used to promote task-based learning. This book will appeal to practioners and researchers in applied linguistics, second language acquisition and education studies.

La relació entre llengua i Internet es posa de manifest en aquesta obra, que fa èmfasi en la manera com Internet contribueix al desenvolupament d'aspectes pràctics com ara la recerca terminològica, l'ensenyament fent servir materials curriculars en xarxa...

This carefully crafted collection provides a snapshot of the evolution of David Nunan's theoretical and empirical contributions to the field of second language education over the last 40 years. The volume focuses on the development of his work on second language curricula, and in particular, the work for which he is best known: learner-centered education and task-based learning and teaching. David Nunan has been a language teacher, researcher and consultant for 40 years. He has lived and worked in many countries, principally in the Asia-Pacific region, but also in the Americas, Europe and the Middle-East. In addition to his research and scholarly work, he is the author of several major textbook series for the teaching and learning of English as a foreign Language. These texts are based on his task-based language teaching approach, and are widely used in schools, school systems and universities around the world.

In a diverse society, the ability to cross communication barriers is critical to the success of any individual personally, professionally, and academically. With the constant acceleration of course programs and technology, educators are continually being challenged to develop and implement creative methods for engaging English-speaking and non-English-speaking learners. Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications is a vital reference source that examines the relationship between language education and technology and the potential for curriculum enhancements through the use of mobile technologies, flipped instruction, and language-learning software. This multi-volume book is geared toward educators, researchers, academics, linguists, and upper-level students seeking relevant research on the improvement of language education through the use of technology.

This set compiles more than 240 chapters from the world's leading experts to provide a foundational body of research to drive further evolution and innovation of these next-generation technologies and their applications, of which scientific, technological, and commercial communities have only begun to scratch the surface.